Figurate Numbers and Sums of Numerical Powers: Fermat, Pascal, Bernoulli
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Differential Calculus and by Era Integral Calculus, Which Are Related by in Early Cultures in Classical Antiquity the Fundamental Theorem of Calculus
History of calculus - Wikipedia, the free encyclopedia 1/1/10 5:02 PM History of calculus From Wikipedia, the free encyclopedia History of science This is a sub-article to Calculus and History of mathematics. History of Calculus is part of the history of mathematics focused on limits, functions, derivatives, integrals, and infinite series. The subject, known Background historically as infinitesimal calculus, Theories/sociology constitutes a major part of modern Historiography mathematics education. It has two major Pseudoscience branches, differential calculus and By era integral calculus, which are related by In early cultures in Classical Antiquity the fundamental theorem of calculus. In the Middle Ages Calculus is the study of change, in the In the Renaissance same way that geometry is the study of Scientific Revolution shape and algebra is the study of By topic operations and their application to Natural sciences solving equations. A course in calculus Astronomy is a gateway to other, more advanced Biology courses in mathematics devoted to the Botany study of functions and limits, broadly Chemistry Ecology called mathematical analysis. Calculus Geography has widespread applications in science, Geology economics, and engineering and can Paleontology solve many problems for which algebra Physics alone is insufficient. Mathematics Algebra Calculus Combinatorics Contents Geometry Logic Statistics 1 Development of calculus Trigonometry 1.1 Integral calculus Social sciences 1.2 Differential calculus Anthropology 1.3 Mathematical analysis -
Calculus? Can You Think of a Problem Calculus Could Be Used to Solve?
Mathematics Before you read Discuss these questions with your partner. What do you know about calculus? Can you think of a problem calculus could be used to solve? В A Vocabulary Complete the definitions below with words from the box. slope approximation embrace acceleration diverse indispensable sphere cube rectangle 1 If something is a(n) it В Reading 1 isn't exact. 2 An increase in speed is called Calculus 3 If something is you can't Calculus is the branch of mathematics that deals manage without it. with the rates of change of quantities as well as the length, area and volume of objects. It grew 4 If you an idea, you accept it. out of geometry and algebra. There are two 5 A is a three-dimensional, divisions of calculus - differential calculus and square shape. integral calculus. Differential calculus is the form 6 Something which is is concerned with the rate of change of quantities. different or of many kinds. This can be illustrated by slopes of curves. Integral calculus is used to study length, area 7 If you place two squares side by side, you and volume. form a(n) The earliest examples of a form of calculus date 8 A is a three-dimensional back to the ancient Greeks, with Eudoxus surface, all the points of which are the same developing a mathematical method to work out distance from a fixed point. area and volume. Other important contributions 9 A is also known as a fall. were made by the famous scientist and mathematician, Archimedes. In India, over the 98 Macmillan Guide to Science Unit 21 Mathematics 4 course of many years - from 500 AD to the 14th Pronunciation guide century - calculus was studied by a number of mathematicians. -
Power Values of Divisor Sums Author(S): Frits Beukers, Florian Luca, Frans Oort Reviewed Work(S): Source: the American Mathematical Monthly, Vol
Power Values of Divisor Sums Author(s): Frits Beukers, Florian Luca, Frans Oort Reviewed work(s): Source: The American Mathematical Monthly, Vol. 119, No. 5 (May 2012), pp. 373-380 Published by: Mathematical Association of America Stable URL: http://www.jstor.org/stable/10.4169/amer.math.monthly.119.05.373 . Accessed: 15/02/2013 04:05 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Mathematical Association of America is collaborating with JSTOR to digitize, preserve and extend access to The American Mathematical Monthly. http://www.jstor.org This content downloaded on Fri, 15 Feb 2013 04:05:44 AM All use subject to JSTOR Terms and Conditions Power Values of Divisor Sums Frits Beukers, Florian Luca, and Frans Oort Abstract. We consider positive integers whose sum of divisors is a perfect power. This prob- lem had already caught the interest of mathematicians from the 17th century like Fermat, Wallis, and Frenicle. In this article we study this problem and some variations. We also give an example of a cube, larger than one, whose sum of divisors is again a cube. 1. INTRODUCTION. Recently, one of the current authors gave a mathematics course for an audience with a general background and age over 50. -
A Simple Proof of the Mean Fourth Power Estimate
ANNALI DELLA SCUOLA NORMALE SUPERIORE DI PISA Classe di Scienze K. RAMACHANDRA A simple proof of the mean fourth power estimate for 1 1 z(2 + it) and L(2 + it;c) Annali della Scuola Normale Superiore di Pisa, Classe di Scienze 4e série, tome 1, no 1-2 (1974), p. 81-97 <http://www.numdam.org/item?id=ASNSP_1974_4_1_1-2_81_0> © Scuola Normale Superiore, Pisa, 1974, tous droits réservés. L’accès aux archives de la revue « Annali della Scuola Normale Superiore di Pisa, Classe di Scienze » (http://www.sns.it/it/edizioni/riviste/annaliscienze/) implique l’accord avec les conditions générales d’utilisation (http://www.numdam.org/conditions). Toute utilisa- tion commerciale ou impression systématique est constitutive d’une infraction pénale. Toute copie ou impression de ce fichier doit contenir la présente mention de copyright. Article numérisé dans le cadre du programme Numérisation de documents anciens mathématiques http://www.numdam.org/ A Simple Proof of the Mean Fourth Power Estimate for 03B6(1/2 + it) and L(1/2 + it, ~). K. RAMACHANDRA (*) To the memory of Professor ALBERT EDWARD INGHAM 1. - Introduction. The main object of this paper is to prove the following four well-known theorems by a simple method. THEOREM 1. and then THEOREM 2. If T ~ 3, R>2 and Ti and also 1, then THEOREM 3. Let y be a character mod q (q fixed), T ~ 3, - tx,2 ... T, (.Rx > 2), and tx.i+,- 1. If with each y we associate such points then, where * denotes the sum over primitive character mod q. -
Accessing Bernoulli-Numbers by Matrix-Operations Gottfried Helms 3'2006 Version 2.3
Accessing Bernoulli-Numbers by Matrix-Operations Gottfried Helms 3'2006 Version 2.3 Accessing Bernoulli-Numbers by Matrixoperations ........................................................................ 2 1. Introduction....................................................................................................................................................................... 2 2. A common equation of recursion (containing a significant error)..................................................................................... 3 3. Two versions B m and B p of bernoulli-numbers? ............................................................................................................... 4 4. Computation of bernoulli-numbers by matrixinversion of (P-I) ....................................................................................... 6 5. J contains the eigenvalues, and G m resp. G p contain the eigenvectors of P z resp. P s ......................................................... 7 6. The Binomial-Matrix and the Matrixexponential.............................................................................................................. 8 7. Bernoulli-vectors and the Matrixexponential.................................................................................................................... 8 8. The structure of the remaining coefficients in the matrices G m - and G p........................................................................... 9 9. The original problem of Jacob Bernoulli: "Powersums" - from G -
An Heptagonal Numbers
© April 2021| IJIRT | Volume 7 Issue 11 | ISSN: 2349-6002 An Heptagonal Numbers Dr. S. Usha Assistant Professor in Mathematics, Bon Secours Arts and Science College for Women, Mannargudi, Affiliated by Bharathidasan University, Tiruchirappalli, Tamil Nadu Abstract - Two Results of interest (i)There exists an prime factor that divides n is one. First few square free infinite pairs of heptagonal numbers (푯풎 , 푯풌) such that number are 1,2,3,5,6,7,10,11,13,14,15,17…… their ratio is equal to a non –zero square-free integer and (ii)the general form of the rank of square heptagonal Definition(1.5): ퟑ ퟐ풓+ퟏ number (푯 ) is given by m= [(ퟏퟗ + ퟑ√ퟒퟎ) + 풎 ퟐퟎ Square free integer: ퟐ풓+ퟏ (ퟏퟗ − ퟑ√ퟒퟎ) +2], where r = 0,1,2…….relating to A Square – free Integer is an integer which is divisible heptagonal number are presented. A Few Relations by no perfect Square other than 1. That is, its prime among heptagonal and triangular number are given. factorization has exactly one factors for each prime that appears in it. For example Index Terms - Infinite pairs of heptagonal number, the 10 =2.5 is square free, rank of square heptagonal numbers, square-free integer. But 18=2.3.3 is not because 18 is divisible by 9=32 The smallest positive square free numbers are I. PRELIMINARIES 1,2,3,5,6,7,10,11,13,14,15,17,19,21,22,23……. Definition(1.1): A number is a count or measurement heptagon: Definition(1.6): A heptagon is a seven –sided polygon. -
On Terms of Generalized Fibonacci Sequences Which Are Powers of Their Indexes
mathematics Article On Terms of Generalized Fibonacci Sequences which are Powers of their Indexes Pavel Trojovský Department of Mathematics, Faculty of Science, University of Hradec Králové, 500 03 Hradec Králové, Czech Republic, [email protected]; Tel.: +42-049-333-2860 Received: 29 June 2019; Accepted: 31 July 2019; Published: 3 August 2019 (k) Abstract: The k-generalized Fibonacci sequence (Fn )n (sometimes also called k-bonacci or k-step Fibonacci sequence), with k ≥ 2, is defined by the values 0, 0, ... , 0, 1 of starting k its terms and such way that each term afterwards is the sum of the k preceding terms. This paper is devoted to the proof of the fact that the (k) t (2) 2 (3) 2 Diophantine equation Fm = m , with t > 1 and m > k + 1, has only solutions F12 = 12 and F9 = 9 . Keywords: k-generalized Fibonacci sequence; Diophantine equation; linear form in logarithms; continued fraction MSC: Primary 11J86; Secondary 11B39. 1. Introduction The well-known Fibonacci sequence (Fn)n≥0 is given by the following recurrence of the second order Fn+2 = Fn+1 + Fn, for n ≥ 0, with the initial terms F0 = 0 and F1 = 1. Fibonacci numbers have a lot of very interesting properties (see e.g., book of Koshy [1]). One of the famous classical problems, which has attracted a attention of many mathematicians during the last thirty years of the twenty century, was the problem of finding perfect powers in the sequence of Fibonacci numbers. Finally in 2006 Bugeaud et al. [2] (Theorem 1), confirmed these expectations, as they showed that 0, 1, 8 and 144 are the only perfect powers in the sequence of Fibonacci numbers. -
0.999… = 1 an Infinitesimal Explanation Bryan Dawson
0 1 2 0.9999999999999999 0.999… = 1 An Infinitesimal Explanation Bryan Dawson know the proofs, but I still don’t What exactly does that mean? Just as real num- believe it.” Those words were uttered bers have decimal expansions, with one digit for each to me by a very good undergraduate integer power of 10, so do hyperreal numbers. But the mathematics major regarding hyperreals contain “infinite integers,” so there are digits This fact is possibly the most-argued- representing not just (the 237th digit past “Iabout result of arithmetic, one that can evoke great the decimal point) and (the 12,598th digit), passion. But why? but also (the Yth digit past the decimal point), According to Robert Ely [2] (see also Tall and where is a negative infinite hyperreal integer. Vinner [4]), the answer for some students lies in their We have four 0s followed by a 1 in intuition about the infinitely small: While they may the fifth decimal place, and also where understand that the difference between and 1 is represents zeros, followed by a 1 in the Yth less than any positive real number, they still perceive a decimal place. (Since we’ll see later that not all infinite nonzero but infinitely small difference—an infinitesimal hyperreal integers are equal, a more precise, but also difference—between the two. And it’s not just uglier, notation would be students; most professional mathematicians have not or formally studied infinitesimals and their larger setting, the hyperreal numbers, and as a result sometimes Confused? Perhaps a little background information wonder . -
Notes on Euler's Work on Divergent Factorial Series and Their Associated
Indian J. Pure Appl. Math., 41(1): 39-66, February 2010 °c Indian National Science Academy NOTES ON EULER’S WORK ON DIVERGENT FACTORIAL SERIES AND THEIR ASSOCIATED CONTINUED FRACTIONS Trond Digernes¤ and V. S. Varadarajan¤¤ ¤University of Trondheim, Trondheim, Norway e-mail: [email protected] ¤¤University of California, Los Angeles, CA, USA e-mail: [email protected] Abstract Factorial series which diverge everywhere were first considered by Euler from the point of view of summing divergent series. He discovered a way to sum such series and was led to certain integrals and continued fractions. His method of summation was essentialy what we call Borel summation now. In this paper, we discuss these aspects of Euler’s work from the modern perspective. Key words Divergent series, factorial series, continued fractions, hypergeometric continued fractions, Sturmian sequences. 1. Introductory Remarks Euler was the first mathematician to develop a systematic theory of divergent se- ries. In his great 1760 paper De seriebus divergentibus [1, 2] and in his letters to Bernoulli he championed the view, which was truly revolutionary for his epoch, that one should be able to assign a numerical value to any divergent series, thus allowing the possibility of working systematically with them (see [3]). He antic- ipated by over a century the methods of summation of divergent series which are known today as the summation methods of Cesaro, Holder,¨ Abel, Euler, Borel, and so on. Eventually his views would find their proper place in the modern theory of divergent series [4]. But from the beginning Euler realized that almost none of his methods could be applied to the series X1 1 ¡ 1!x + 2!x2 ¡ 3!x3 + ::: = (¡1)nn!xn (1) n=0 40 TROND DIGERNES AND V. -
Understanding Student Use of Differentials in Physics Integration Problems
PHYSICAL REVIEW SPECIAL TOPICS - PHYSICS EDUCATION RESEARCH 9, 020108 (2013) Understanding student use of differentials in physics integration problems Dehui Hu and N. Sanjay Rebello* Department of Physics, 116 Cardwell Hall, Kansas State University, Manhattan, Kansas 66506-2601, USA (Received 22 January 2013; published 26 July 2013) This study focuses on students’ use of the mathematical concept of differentials in physics problem solving. For instance, in electrostatics, students need to set up an integral to find the electric field due to a charged bar, an activity that involves the application of mathematical differentials (e.g., dr, dq). In this paper we aim to explore students’ reasoning about the differential concept in physics problems. We conducted group teaching or learning interviews with 13 engineering students enrolled in a second- semester calculus-based physics course. We amalgamated two frameworks—the resources framework and the conceptual metaphor framework—to analyze students’ reasoning about differential concept. Categorizing the mathematical resources involved in students’ mathematical thinking in physics provides us deeper insights into how students use mathematics in physics. Identifying the conceptual metaphors in students’ discourse illustrates the role of concrete experiential notions in students’ construction of mathematical reasoning. These two frameworks serve different purposes, and we illustrate how they can be pieced together to provide a better understanding of students’ mathematical thinking in physics. DOI: 10.1103/PhysRevSTPER.9.020108 PACS numbers: 01.40.Àd mathematical symbols [3]. For instance, mathematicians I. INTRODUCTION often use x; y asR variables and the integrals are often written Mathematical integration is widely used in many intro- in the form fðxÞdx, whereas in physics the variables ductory and upper-division physics courses. -
The Observability of the Fibonacci and the Lucas Cubes
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Elsevier - Publisher Connector Discrete Mathematics 255 (2002) 55–63 www.elsevier.com/locate/disc The observability of the Fibonacci and the Lucas cubes Ernesto DedÃo∗;1, Damiano Torri1, Norma Zagaglia Salvi1 Dipartimento di Matematica, Politecnico di Milano, Piazza Leonardo da Vinci 32, 20133 Milano, Italy Received 5 April 1999; received inrevised form 31 July 2000; accepted 8 January2001 Abstract The Fibonacci cube n is the graph whose vertices are binary strings of length n without two consecutive 1’s and two vertices are adjacent when their Hamming distance is exactly 1. If the binary strings do not contain two consecutive 1’s nora1intheÿrst and in the last position, we obtainthe Lucas cube Ln. We prove that the observability of n and Ln is n, where the observability of a graph G is the minimum number of colors to be assigned to the edges of G so that the coloring is proper and the vertices are distinguished by their color sets. c 2002 Elsevier Science B.V. All rights reserved. MSC: 05C15; 05A15 Keywords: Fibonacci cube; Fibonacci number; Lucas number; Observability 1. Introduction A Fibonacci string of order n is a binary string of length n without two con- secutive ones. Let and ÿ be binary strings; then ÿ denotes the string obtained by concatenating and ÿ. More generally, if S is a set of strings, then Sÿ = {ÿ: ∈ S}. If Cn denotes the set of the Fibonacci strings of order n, then Cn+2 =0Cn+1 +10Cn and |Cn| = Fn, where Fn is the nth Fibonacci number. -
Number Systems and Radix Conversion
Number Systems and Radix Conversion Sanjay Rajopadhye, Colorado State University 1 Introduction These notes for CS 270 describe polynomial number systems. The material is not in the textbook, but will be required for PA1. We humans are comfortable with numbers in the decimal system where each po- sition has a weight which is a power of 10: units have a weight of 1 (100), ten’s have 10 (101), etc. Even the fractional apart after the decimal point have a weight that is a (negative) power of ten. So the number 143.25 has a value that is 1 ∗ 102 + 4 ∗ 101 + 3 ∗ 0 −1 −2 2 5 10 + 2 ∗ 10 + 5 ∗ 10 , i.e., 100 + 40 + 3 + 10 + 100 . You can think of this as a polyno- mial with coefficients 1, 4, 3, 2, and 5 (i.e., the polynomial 1x2 + 4x + 3 + 2x−1 + 5x−2+ evaluated at x = 10. There is nothing special about 10 (just that humans evolved with ten fingers). We can use any radix, r, and write a number system with digits that range from 0 to r − 1. If our radix is larger than 10, we will need to invent “new digits”. We will use the letters of the alphabet: the digit A represents 10, B is 11, K is 20, etc. 2 What is the value of a radix-r number? Mathematically, a sequence of digits (the dot to the right of d0 is called the radix point rather than the decimal point), : : : d2d1d0:d−1d−2 ::: represents a number x defined as follows X i x = dir i 2 1 0 −1 −2 = ::: + d2r + d1r + d0r + d−1r + d−2r + ::: 1 Example What is 3 in radix 3? Answer: 0.1.